So Hee Yoon, Bong Seok Jang, Vol. 4, No. 3, pp. 26-30, Sep. 2020
10.22662/IJEMR.2020.4.3.026, Full Text:
Keywords: Curriculum development, Instruction, Mathematics, social learning theory, student achievement.

Abstract

Background/Objectives: The purpose of this quantitative study is to investigate the effect of teacher’s instructional skill on student’s achievement. Researchers set the research question: does the teacher’s instructional skill affect student’s achievement in mathematics? Methods/Statistical analysis: This research had conducted through two semesters in one urban elementary school. Student’s state standards test score was collected in order to be compared according to the teacher’s instructional level. The analysis of covariance was used for the method of this quantitative research. Findings: Mean change of students achievement in low instruction was from 210.41 to 221.82, so there was a mean difference of 11.41. In addition, mean change of students achievement in high instruction was from 210.12 to 225.47, so there was a mean difference of 15.35. Also, there was a statistically significant difference between groups after controlling the effect of pre-test. Improvements/Applications: Students in high quality of instruction class showed better achievement than those in low instruction class. Based on research findings, discussions and recommendations were provided for the future research.

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